Elon Univ Presentation
•Download as PPTX, PDF•
0 likes•747 views
This document discusses personal learning networks (PLNs) for faculty development. It introduces PLNs and their potential for connecting faculty through open and social tools online. Key topics covered include a brief history of faculty development; limitations of traditional models; how PLNs focus on place, people, practice; examples of microblogging, social bookmarking and networking tools; and making learning visible and sharing information through enhanced PLNs. The document poses questions about how PLNs may shape faculty development and what skills/challenges they present.
Report
Share
Report
Share
Recommended
Is learning happening (and how) in virtual communities of practice?
Innovation is occurring through open learning because the requirements of learning are changing, the number and types of solutions available through computer-mediated communication are growing rapidly, and these in turn are leading to a new learning paradigm. These changes impact upon our children’s education, adult learning, and the way we as groups, professional communities and organisations acquire and share knowledge.
Using social media to get a job
This document discusses how to use social media platforms like LinkedIn, Facebook, Twitter, blogs and videos to enhance your online presence and help get a job. It recommends networking by following companies and professionals in your field, sharing relevant content, and ensuring your profiles showcase your skills, interests and personality. Maintaining an active online presence through positive engagement and sharing updates about your job search can help potential employers discover you.
Social Media in Higher Education
Social media is an increasingly important part of work practices in higher education providing opportunities for promoting academic work, networking, and learning. However, alongside
opportunities, it poses challenges about how to engage and represent yourself online. This workshop asks about your use of social media and presents some ideas on engaging with social media.
Northside Education Foundation
This document discusses the benefits and considerations of social media use for organizations. It notes that social media can help leverage goodwill, share knowledge, and engage stakeholders including young donors. However, it also flags potential issues like privacy, staffing needs, and loss of message control. The document provides tips for social media use like setting objectives, becoming an informed advocate, and emphasizing two-way conversations. It emphasizes that social media requires ongoing effort and integration into an organization's overall communications strategy.
Report on SXSW: Interactive 2010
This document summarizes topics discussed at South by Southwest: Interactive 2010. Key topics included the ubiquity of smartphones and Twitter, emerging technologies like QR codes and location-based social networking, privacy issues, challenges facing the university system, and debates around how digital technologies may be changing how people process information and learn.
CSLP June Residential Social Media Tech workshop
This document discusses using social media and technology tools for charities and non-profits. It provides a brief history of the internet and major tech platforms. It also shares statistics on digital skills in the UK workforce. The rest of the document offers tips on using tools like Twitter, Facebook, and Dropbox and emphasizes taking small steps, experimenting, and selective engagement with technology.
Integrating Social Media into Your Curriculum
This document outlines a presentation about integrating social media into curriculum. It defines social media and Web 2.0, discusses why educators should use social media tools, and addresses concerns. Examples are provided of how to build community, improve communication, and share content using tools like blogging, microblogging, photosharing, and social networking. Hands-on activities and resources for educators interested in incorporating social media are also presented.
Social media in education advantages & disadvantages
This document discusses the advantages and disadvantages of using social media in education. [1] Social media encourages student interaction and sharing of ideas. [2] It helps establish relationships and a sense of belonging. [3] These relationships can also be fostered on a community level. However, [1] constant connectivity can fragment attention and weaken critical thinking skills. [2] Prolonged internet use can damage learning abilities by changing brain structure.
Recommended
Is learning happening (and how) in virtual communities of practice?
Innovation is occurring through open learning because the requirements of learning are changing, the number and types of solutions available through computer-mediated communication are growing rapidly, and these in turn are leading to a new learning paradigm. These changes impact upon our children’s education, adult learning, and the way we as groups, professional communities and organisations acquire and share knowledge.
Using social media to get a job
This document discusses how to use social media platforms like LinkedIn, Facebook, Twitter, blogs and videos to enhance your online presence and help get a job. It recommends networking by following companies and professionals in your field, sharing relevant content, and ensuring your profiles showcase your skills, interests and personality. Maintaining an active online presence through positive engagement and sharing updates about your job search can help potential employers discover you.
Social Media in Higher Education
Social media is an increasingly important part of work practices in higher education providing opportunities for promoting academic work, networking, and learning. However, alongside
opportunities, it poses challenges about how to engage and represent yourself online. This workshop asks about your use of social media and presents some ideas on engaging with social media.
Northside Education Foundation
This document discusses the benefits and considerations of social media use for organizations. It notes that social media can help leverage goodwill, share knowledge, and engage stakeholders including young donors. However, it also flags potential issues like privacy, staffing needs, and loss of message control. The document provides tips for social media use like setting objectives, becoming an informed advocate, and emphasizing two-way conversations. It emphasizes that social media requires ongoing effort and integration into an organization's overall communications strategy.
Report on SXSW: Interactive 2010
This document summarizes topics discussed at South by Southwest: Interactive 2010. Key topics included the ubiquity of smartphones and Twitter, emerging technologies like QR codes and location-based social networking, privacy issues, challenges facing the university system, and debates around how digital technologies may be changing how people process information and learn.
CSLP June Residential Social Media Tech workshop
This document discusses using social media and technology tools for charities and non-profits. It provides a brief history of the internet and major tech platforms. It also shares statistics on digital skills in the UK workforce. The rest of the document offers tips on using tools like Twitter, Facebook, and Dropbox and emphasizes taking small steps, experimenting, and selective engagement with technology.
Integrating Social Media into Your Curriculum
This document outlines a presentation about integrating social media into curriculum. It defines social media and Web 2.0, discusses why educators should use social media tools, and addresses concerns. Examples are provided of how to build community, improve communication, and share content using tools like blogging, microblogging, photosharing, and social networking. Hands-on activities and resources for educators interested in incorporating social media are also presented.
Social media in education advantages & disadvantages
This document discusses the advantages and disadvantages of using social media in education. [1] Social media encourages student interaction and sharing of ideas. [2] It helps establish relationships and a sense of belonging. [3] These relationships can also be fostered on a community level. However, [1] constant connectivity can fragment attention and weaken critical thinking skills. [2] Prolonged internet use can damage learning abilities by changing brain structure.
Connecting and Collaborating in the 21st Century
This document discusses connecting and collaborating in the 21st century through digital means. It defines connection, collaboration, and digital collaboration. Some benefits of digital collaboration include developing 21st century skills, increased participation, and supporting asynchronous group work. The document advocates that the world can become students' bulletin board, teacher, classroom, and stage through digital connectivity and collaboration. This allows learning to extend beyond the classroom and for students to learn from each other globally.
The connected leader in ELT - 30-minute talk given at the XXXV Binational Cen...
This document contains the slides from a talk given by Isabela Villas Boas on connected leadership in ELT. The talk provided an overview of why and how ELT leaders can become more connected through various means, including by following experts on blogs and social media, participating in online professional communities, taking online courses, subscribing to professional newsfeeds, and modeling 21st century skills for students. The slides also discuss challenges in engaging and retaining teachers from different generations and how connected leaders can stay informed on topics in education, assessment, technology and language acquisition.
Social Media and the Future of Education
The document discusses the impacts of social media on education from the past to the present and how it will change in the future. It covers topics such as the pros and cons of social media in education, online classrooms, and the importance of social media for education. Some of the key points made include that social media allows for greater student collaboration, encourages participation, and helps keep parents, teachers, and students informed. However, it can also be a distraction and enable cheating. Overall, social media is becoming more widely used in education.
Social media in education
This document discusses social media and its uses in education. It defines various types of social media like social bookmarking, social networking, social photo sharing, wikis and blogging. It also lists popular social media platforms. The document discusses benefits of using social media for teaching and learning purposes, and challenges around its use. It provides examples of how tools like Twitter, Facebook, Pinterest and blogging can be used effectively in educational contexts. Guidelines around privacy, copyright and appropriate use of social media in education are also presented.
Social media in education
This document discusses the use of social media in education. It notes that 96% of students ages 9-17 report using social media. While social media can engage students and help develop skills like collaboration, it may also encourage shallow "surface learning" over deep critical thinking. Current issues with social media in education include a preference for typing over talking, information overload, legal/privacy concerns, and potential for misuse like cyberbullying. The conclusion states that social media should be moderated for educational purposes, as with all tools.
Social media in education
This document discusses the use of social media in education. It notes that 96% of students ages 9-17 report using social media. While social media can engage students and help prepare them for collaboration, it also emphasizes skills like multitasking that take away from deep learning. Current issues include information overload, decreased verbal communication skills, legal concerns, and potential for misuse like cyberbullying. The conclusion states that social media should be moderated like other aspects of life.
Avi Chai Academy tools - Workshop 1
This document provides an introduction to social media tools and their implications for Jewish day schools. It outlines the workshop goals of making participants comfortable and confident with social media terminology and learning from each other. It discusses concepts like ambient awareness and digital intimacy from connecting on social networks. It demonstrates how to set up profiles, pages and groups on Facebook to engage audiences and get user generated content. It promotes identifying audience objectives and a strategic plan for using appropriate technologies to achieve goals.
20091111 trier presentatie 19 november 2009xx1 (2)
The facilitators of 15 learning networks in the Netherlands encountered 5 common challenges: 1) defining important facilitator roles and activities, 2) designing for self-organization, 3) coping with participants' insufficient competencies, 4) balancing online and face-to-face activities, and 5) legitimizing participation. Facilitators addressed these challenges through non-directive attitudes, investigating needs, supporting coaching, emphasizing face-to-face interaction initially, and ensuring commitment and recognition for participation.
7 habits of highly effective tech-leading administrators and coaches
This document outlines 7 habits of highly effective tech-leading administrators and coaches as presented by Dr. Courtney L. Teague. The 7 habits are: 1) Know your why, 2) Establish a team, 3) Model technology usage, 4) Recognize effective IT use, 5) Encourage excellence, 6) Provide your support, and 7) Be a part of a professional learning network (PLN). The document encourages administrators to practice these habits to effectively lead technology integration in their schools.
Building & Sustaining Classroom Community Through Technology
This document discusses using technology to build and sustain classroom community. It provides examples of how instructors Bophany Huot and Denise Maduli-Williams have used tools like discussion boards, blogging, Twitter, online group activities and surveys throughout a semester. These tools helped students get to know each other, collaborate online, and allowed the instructors to assess students formatively. The document outlines activities done at the beginning, during, and end of the semester, including setting up accounts, an introductory video, and final projects presented through video or online portfolios.
#BringYoSelf the #Selfie and Impact to Academic Advising
The Global Community for Academic Advising (NACADA) http://www.nacada.ksu.edu/ presentation
#nacada14
Minneapolis, MN
October 11, 2014
Building a PLN
This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Collaboration no longer just means to work with a colleague in your building. You are able to connect to educators from around the world who are ready and willing to teach beyond the walls of their own classroom.
Your PLN is customized as:
• it filters the vast information available and pushes what interests you
• you choose who is part of your network
• you decide when and how to access and use it
Learning how to build your own PLN is:
• a 21st century skill
• learning about tools that enable your to make these connections
• being in charge of your own Professional Development
• connecting to educators who will contribute to your learning
• extending your learning
• receiving “just in time” learning and help
• becoming globally aware
• sharing your own best practices
• experiencing the power of 21st century learning for yourself
• filtering through “too much” available information
Connecting Your Classroom to the Future: Predictions and Predicaments
This document discusses strategies for managing a connected classroom that embeds technology in the curriculum in a meaningful way. It recommends that teachers act as facilitators in a student-centered classroom with ample computing resources. It also stresses the importance of digital citizenship, having plans for when technology fails, and ensuring networked access to hardware and media-rich resources. Teachers must adapt to change and facilitate creative, "just-in-time" learning while respecting intellectual property rights.
Using Social Media to create a Personal Learning Network
This document discusses how to use social media to build a personal learning network. It recommends connecting with companies and following news updates on social media, asking and answering questions to collaborate on projects and get feedback, and using RSS feeds and tags to stay organized. The key benefits highlighted are that social media enables learning, increases learning effectiveness and access, allows connection despite geographical distances, and complements face-to-face communication by providing a forum for participation.
Using social media to support learning in higher education
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
The Future of Social Media and Education
Higher education is facing an identity crisis due to the rise of social media. Social media provides many of the same benefits as higher education such as access to resources, experts, and communities for intellectual discussion which were previously only available through institutions of higher education. Educators must adapt to this changing landscape and focus on guiding self-directed learners and modeling lifelong learning rather than acting as gatekeepers of knowledge.
Cengage2009 Frydenberg
The document discusses how Web 2.0 tools can be used to engage today's students in learning. It notes that today's students multi-task, work in teams, create and consume content online, and are always connected. It suggests that Web 2.0 tools allow learning to take place anywhere, be experiential, relevant to real world problems, and collaborative. Some specific Web 2.0 tools mentioned for the classroom include wikis, Google forms, live polling, slide sharing, video streaming, desktop sharing, and microblogging tools like Twitter.
Twitter as Scholarship: How Not To Get Fired (Much)
1) The document discusses how Twitter can be used for open, networked scholarship through many-to-many communication and building communities of practice, but that challenges exist due to its oral nature and collapsed contexts.
2) It recommends navigating Twitter in a way that contributes to scholarship and humanity by building an identity within interest areas, sharing work and crediting others, being patient and friendly in conversations, and believing in the value of contributions.
3) The key is remembering principles like being honest, doing "shoulder checks" of context, not expecting a soapbox, not confusing free speech with privilege, and inhabiting both academic and networked worlds simultaneously.
Learning tool M2T4:Interpersonal communication and empathy
This document provides guidance for tutors on preparing for work-based learning. It discusses key topics like verbal and non-verbal communication, the role of social communication, listening skills, and self-presentation. Tutors will learn how to communicate effectively, present themselves professionally, and develop empathy through active listening. Exercises are provided to help tutors strengthen their communication, presentation, and listening abilities to best support students in work-based learning.
Presentation on social media
Social media refers to interaction among people in virtual communities and networks where they create, share and exchange information and ideas. Popular social media tools include WhatsApp, Twitter, Facebook, Instagram, YouTube and Google+. These sites were founded by entrepreneurs like Mark Zuckerberg, Larry Page, Jan Koum and Kevin Systrom. Statistics show Facebook has over 1.6 billion users while YouTube and Google+ each have over 1 billion. Social media can positively connect people worldwide and share information, but overuse may cause distraction, comparison to others, radiation exposure, and eye strain from prolonged screen use.
Using an online course to prepare faculty v4.0
The document discusses a faculty development initiative at Virginia Commonwealth University to prepare faculty to teach online. Faculty participated in a one week face-to-face institute on online pedagogy, then took a two week online course as students. The goals were to experience online learning from a student perspective and receive support for developing their own online courses. Faculty found the online course experience too short and wanted more preparation. Key aspects of a successful online course identified were interaction between students and content, students and instructor, and preparation for learning through clear expectations and tutorials.
Net Gen Informs
The document discusses the characteristics of the "Net Generation" of students born between 1982-1991 who grew up with computers and digital technology. It outlines that these students are often described as being constantly connected, multitasking, social learners who prefer visual, experiential learning involving collaboration in groups. The document cautions against making assumptions, and suggests that teaching and learning styles may need to adapt to these students' preferences for social, active, contextual and engaging styles of deeper learning.
More Related Content
What's hot
Connecting and Collaborating in the 21st Century
This document discusses connecting and collaborating in the 21st century through digital means. It defines connection, collaboration, and digital collaboration. Some benefits of digital collaboration include developing 21st century skills, increased participation, and supporting asynchronous group work. The document advocates that the world can become students' bulletin board, teacher, classroom, and stage through digital connectivity and collaboration. This allows learning to extend beyond the classroom and for students to learn from each other globally.
The connected leader in ELT - 30-minute talk given at the XXXV Binational Cen...
This document contains the slides from a talk given by Isabela Villas Boas on connected leadership in ELT. The talk provided an overview of why and how ELT leaders can become more connected through various means, including by following experts on blogs and social media, participating in online professional communities, taking online courses, subscribing to professional newsfeeds, and modeling 21st century skills for students. The slides also discuss challenges in engaging and retaining teachers from different generations and how connected leaders can stay informed on topics in education, assessment, technology and language acquisition.
Social Media and the Future of Education
The document discusses the impacts of social media on education from the past to the present and how it will change in the future. It covers topics such as the pros and cons of social media in education, online classrooms, and the importance of social media for education. Some of the key points made include that social media allows for greater student collaboration, encourages participation, and helps keep parents, teachers, and students informed. However, it can also be a distraction and enable cheating. Overall, social media is becoming more widely used in education.
Social media in education
This document discusses social media and its uses in education. It defines various types of social media like social bookmarking, social networking, social photo sharing, wikis and blogging. It also lists popular social media platforms. The document discusses benefits of using social media for teaching and learning purposes, and challenges around its use. It provides examples of how tools like Twitter, Facebook, Pinterest and blogging can be used effectively in educational contexts. Guidelines around privacy, copyright and appropriate use of social media in education are also presented.
Social media in education
This document discusses the use of social media in education. It notes that 96% of students ages 9-17 report using social media. While social media can engage students and help develop skills like collaboration, it may also encourage shallow "surface learning" over deep critical thinking. Current issues with social media in education include a preference for typing over talking, information overload, legal/privacy concerns, and potential for misuse like cyberbullying. The conclusion states that social media should be moderated for educational purposes, as with all tools.
Social media in education
This document discusses the use of social media in education. It notes that 96% of students ages 9-17 report using social media. While social media can engage students and help prepare them for collaboration, it also emphasizes skills like multitasking that take away from deep learning. Current issues include information overload, decreased verbal communication skills, legal concerns, and potential for misuse like cyberbullying. The conclusion states that social media should be moderated like other aspects of life.
Avi Chai Academy tools - Workshop 1
This document provides an introduction to social media tools and their implications for Jewish day schools. It outlines the workshop goals of making participants comfortable and confident with social media terminology and learning from each other. It discusses concepts like ambient awareness and digital intimacy from connecting on social networks. It demonstrates how to set up profiles, pages and groups on Facebook to engage audiences and get user generated content. It promotes identifying audience objectives and a strategic plan for using appropriate technologies to achieve goals.
20091111 trier presentatie 19 november 2009xx1 (2)
The facilitators of 15 learning networks in the Netherlands encountered 5 common challenges: 1) defining important facilitator roles and activities, 2) designing for self-organization, 3) coping with participants' insufficient competencies, 4) balancing online and face-to-face activities, and 5) legitimizing participation. Facilitators addressed these challenges through non-directive attitudes, investigating needs, supporting coaching, emphasizing face-to-face interaction initially, and ensuring commitment and recognition for participation.
7 habits of highly effective tech-leading administrators and coaches
This document outlines 7 habits of highly effective tech-leading administrators and coaches as presented by Dr. Courtney L. Teague. The 7 habits are: 1) Know your why, 2) Establish a team, 3) Model technology usage, 4) Recognize effective IT use, 5) Encourage excellence, 6) Provide your support, and 7) Be a part of a professional learning network (PLN). The document encourages administrators to practice these habits to effectively lead technology integration in their schools.
Building & Sustaining Classroom Community Through Technology
This document discusses using technology to build and sustain classroom community. It provides examples of how instructors Bophany Huot and Denise Maduli-Williams have used tools like discussion boards, blogging, Twitter, online group activities and surveys throughout a semester. These tools helped students get to know each other, collaborate online, and allowed the instructors to assess students formatively. The document outlines activities done at the beginning, during, and end of the semester, including setting up accounts, an introductory video, and final projects presented through video or online portfolios.
#BringYoSelf the #Selfie and Impact to Academic Advising
The Global Community for Academic Advising (NACADA) http://www.nacada.ksu.edu/ presentation
#nacada14
Minneapolis, MN
October 11, 2014
Building a PLN
This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Collaboration no longer just means to work with a colleague in your building. You are able to connect to educators from around the world who are ready and willing to teach beyond the walls of their own classroom.
Your PLN is customized as:
• it filters the vast information available and pushes what interests you
• you choose who is part of your network
• you decide when and how to access and use it
Learning how to build your own PLN is:
• a 21st century skill
• learning about tools that enable your to make these connections
• being in charge of your own Professional Development
• connecting to educators who will contribute to your learning
• extending your learning
• receiving “just in time” learning and help
• becoming globally aware
• sharing your own best practices
• experiencing the power of 21st century learning for yourself
• filtering through “too much” available information
Connecting Your Classroom to the Future: Predictions and Predicaments
This document discusses strategies for managing a connected classroom that embeds technology in the curriculum in a meaningful way. It recommends that teachers act as facilitators in a student-centered classroom with ample computing resources. It also stresses the importance of digital citizenship, having plans for when technology fails, and ensuring networked access to hardware and media-rich resources. Teachers must adapt to change and facilitate creative, "just-in-time" learning while respecting intellectual property rights.
Using Social Media to create a Personal Learning Network
This document discusses how to use social media to build a personal learning network. It recommends connecting with companies and following news updates on social media, asking and answering questions to collaborate on projects and get feedback, and using RSS feeds and tags to stay organized. The key benefits highlighted are that social media enables learning, increases learning effectiveness and access, allows connection despite geographical distances, and complements face-to-face communication by providing a forum for participation.
Using social media to support learning in higher education
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
The Future of Social Media and Education
Higher education is facing an identity crisis due to the rise of social media. Social media provides many of the same benefits as higher education such as access to resources, experts, and communities for intellectual discussion which were previously only available through institutions of higher education. Educators must adapt to this changing landscape and focus on guiding self-directed learners and modeling lifelong learning rather than acting as gatekeepers of knowledge.
Cengage2009 Frydenberg
The document discusses how Web 2.0 tools can be used to engage today's students in learning. It notes that today's students multi-task, work in teams, create and consume content online, and are always connected. It suggests that Web 2.0 tools allow learning to take place anywhere, be experiential, relevant to real world problems, and collaborative. Some specific Web 2.0 tools mentioned for the classroom include wikis, Google forms, live polling, slide sharing, video streaming, desktop sharing, and microblogging tools like Twitter.
Twitter as Scholarship: How Not To Get Fired (Much)
1) The document discusses how Twitter can be used for open, networked scholarship through many-to-many communication and building communities of practice, but that challenges exist due to its oral nature and collapsed contexts.
2) It recommends navigating Twitter in a way that contributes to scholarship and humanity by building an identity within interest areas, sharing work and crediting others, being patient and friendly in conversations, and believing in the value of contributions.
3) The key is remembering principles like being honest, doing "shoulder checks" of context, not expecting a soapbox, not confusing free speech with privilege, and inhabiting both academic and networked worlds simultaneously.
Learning tool M2T4:Interpersonal communication and empathy
This document provides guidance for tutors on preparing for work-based learning. It discusses key topics like verbal and non-verbal communication, the role of social communication, listening skills, and self-presentation. Tutors will learn how to communicate effectively, present themselves professionally, and develop empathy through active listening. Exercises are provided to help tutors strengthen their communication, presentation, and listening abilities to best support students in work-based learning.
Presentation on social media
Social media refers to interaction among people in virtual communities and networks where they create, share and exchange information and ideas. Popular social media tools include WhatsApp, Twitter, Facebook, Instagram, YouTube and Google+. These sites were founded by entrepreneurs like Mark Zuckerberg, Larry Page, Jan Koum and Kevin Systrom. Statistics show Facebook has over 1.6 billion users while YouTube and Google+ each have over 1 billion. Social media can positively connect people worldwide and share information, but overuse may cause distraction, comparison to others, radiation exposure, and eye strain from prolonged screen use.
What's hot (20)
The connected leader in ELT - 30-minute talk given at the XXXV Binational Cen...
The connected leader in ELT - 30-minute talk given at the XXXV Binational Cen...
20091111 trier presentatie 19 november 2009xx1 (2)
20091111 trier presentatie 19 november 2009xx1 (2)
7 habits of highly effective tech-leading administrators and coaches
7 habits of highly effective tech-leading administrators and coaches
Building & Sustaining Classroom Community Through Technology
Building & Sustaining Classroom Community Through Technology
#BringYoSelf the #Selfie and Impact to Academic Advising
#BringYoSelf the #Selfie and Impact to Academic Advising
Connecting Your Classroom to the Future: Predictions and Predicaments
Connecting Your Classroom to the Future: Predictions and Predicaments
Using Social Media to create a Personal Learning Network
Using Social Media to create a Personal Learning Network
Using social media to support learning in higher education
Using social media to support learning in higher education
Twitter as Scholarship: How Not To Get Fired (Much)
Twitter as Scholarship: How Not To Get Fired (Much)
Learning tool M2T4:Interpersonal communication and empathy
Learning tool M2T4:Interpersonal communication and empathy
Viewers also liked
Using an online course to prepare faculty v4.0
The document discusses a faculty development initiative at Virginia Commonwealth University to prepare faculty to teach online. Faculty participated in a one week face-to-face institute on online pedagogy, then took a two week online course as students. The goals were to experience online learning from a student perspective and receive support for developing their own online courses. Faculty found the online course experience too short and wanted more preparation. Key aspects of a successful online course identified were interaction between students and content, students and instructor, and preparation for learning through clear expectations and tutorials.
Net Gen Informs
The document discusses the characteristics of the "Net Generation" of students born between 1982-1991 who grew up with computers and digital technology. It outlines that these students are often described as being constantly connected, multitasking, social learners who prefer visual, experiential learning involving collaboration in groups. The document cautions against making assumptions, and suggests that teaching and learning styles may need to adapt to these students' preferences for social, active, contextual and engaging styles of deeper learning.
Innovations2009 Part Two
This document discusses using free web tools to engage students through collaboration and networking. It provides examples of tools like Google Reader and Docs for collaboration, wikis for class projects, and Audacity for recording audio that can be inserted into blog posts. It also explains how the free screencasting tool Jing can be used to easily create and share video tutorials with a 5 minute limit by saving to screencast.com or the user's computer. The document suggests considering how polling and various web tools could be applied instructionally.
BbWorld09_ Final
Presentation at BbWorld09, with @wdeihl, though will not make as much sense as hearing it. Presentation Zen has obviously kicked in!
Delicious2 Fall2008
Delicious is a social bookmarking tool that allows users to organize bookmarks with tags, access bookmarks from any device, and share resources with others. The document discusses how the presenter used Delicious in an online course to have students collaboratively bookmark and share resources using a common tag. Over time, most students adopted Delicious for personal use beyond just the course assignments. The presenter's tag cloud revealed personalities of some students based on their unique tags.
Openness to integrating technology.eli 2011 template
This study investigated faculty and students' perceptions of and openness to 21st century digital literacy skills. Surveys found a "digital disconnect" between how faculty and students use technology personally. For example, over half of students text daily while only 15% of faculty do. Students were also more likely to use instant messaging. Both groups saw searching for and validating online information as important skills, but faculty were more concerned about students' ability to do so. The research raises questions about the appropriate roles of technologies like PowerPoint and social media in education.
Viewers also liked (6)
Openness to integrating technology.eli 2011 template
Openness to integrating technology.eli 2011 template
Similar to Elon Univ Presentation
Using social media in adult literacy
This document discusses using social media to support tutor and student development in adult literacy. It provides an overview of various social media platforms and how they can be used, including:
- Tutors creating personal learning networks on Twitter, blogs, Google+, and participating in online discussions
- Students using Facebook, blogs, VoiceThread and other platforms to practice literacy skills and for classwork and assessments.
- Specific strategies are provided for using each platform, such as setting up private Facebook groups or blogs for student work.
Social Media, Social Learning, and Curation
This document discusses social media, social learning, and curation for learning professionals. It defines social media, social learning, and how the two are converging. Popular social media tools like blogs, Facebook, LinkedIn, Google+, and Twitter are explored in a learning context. Curation is defined as the process of gathering, organizing and sharing content, and examples of curation like aggregators, filters, and timelines are provided. The benefits of leveraging social media, social learning and curation to address organizational problems are discussed.
Holly foster
The document discusses using social media, such as Facebook and Twitter, to reach college students with messages about substance abuse prevention. It provides statistics on social media use and discusses how to create a social media plan, listen to what students are saying online, engage students through social media, and evaluate social media efforts. The goal is to expand the use of social norms marketing campaigns through interactive social media platforms.
Holly foster
The document discusses using social media, such as Facebook and Twitter, to reach college students with information about substance abuse prevention. It provides statistics on social media usage and outlines how social media can be used as a communication channel to engage students and spread social norms messaging. The document also discusses how peer educators can be trained to actively and responsibly use social media.
Incorporating Social Media into the Classroom
This document summarizes a presentation on incorporating social media into the classroom. It defines social media and provides statistics on its use in higher education. Questions and concerns about using social media are addressed, such as whether it costs money or takes extra time. Tools for giving social media a try in classes are described, like using Twitter, Google Docs, Skype, and Elluminate. Real examples of social media paying off in the classroom through backchannel conversations and increased collaboration are provided. Contact information is given for those wanting help getting started with social media.
Digital identity: developing your professional online presence as an academic...
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens, we will explore how social media can be used to connect, communicate, curate, collaborate and create, and in doing so learn how to:
develop a digital professional persona to share scholarly achievements
cultivate valued personal learning networks and co-learning communities
benefit from 'working (and learning) out loud'
find new approaches and practical examples of using social media
as co-learners share examples of effective practice and consider how these might be applied in your own contexts
Social Media: Expanding Horizons for Health Professions Education
Presentation at the 19th anniversary conference of the National Telehealth Center 27 July 2017, New World Manila Bay Hotel.
Socialmediaforteachersf2013ac
This document discusses the use of social media by teachers. It begins by defining social media and listing some of the most popular sites. It then provides tips for using social media, including 10 rules of etiquette and ways different sites can be used. Specific guidance is offered on using social media to engage students and connect with parents. Risks like cyberbullying are addressed and resources for teachers are shared. The goal is to help teachers leverage social media effectively and responsibly.
Connecting to Youth: Leveraging social media for work with young communities
This presentation was prepared for the Connected Generation conference on May 7, 2010, in Bristol, England. You can find details about the event at: http://connectedgeneration10.eventbrite.com/
Find more at http://amysampleward.org
Time to give a 'tweet' about social media in Higher Education
This document summarizes key points from a presentation on using social media in higher education. It discusses conducting a survey of social media tools currently used, and the benefits of developing an online presence and professional learning network through strategic use of platforms like Twitter, LinkedIn and ResearchGate. The presentation emphasizes crafting an intentional online identity and digital footprint, and provides tips on audience, purpose, message, curation and connection to build professional networks and visibility. Resources for developing an online presence and social media strategy are also listed.
Internet Schools east 2010
The document discusses collaboration in different contexts. It describes how collaboration works in the real world using examples like Amazon, Yelp and CNN. It then discusses how collaboration has evolved online from Web 1.0 to 3.0. Several parts of the document focus on collaboration in educational settings like K-12 schools and discuss how tools like Google Docs, Twitter and blogs can facilitate collaboration between teachers, librarians and communications offices.
Continuing professional development this time its personal!
The document discusses the benefits of teachers developing their own personal learning networks (PLNs) using social media tools like Twitter. It notes that over 100 language teachers from around the world connect on Twitter to share ideas and resources. Through their PLNs on Twitter, teachers find out about professional development opportunities and get guidance from influential educators. The document also references a 2011 quote from Joe Dale emphasizing that there is a strong, supportive community of teachers sharing ideas and resources on Twitter.
Andy for HODs
The document discusses challenges and opportunities for teachers and learners in developing new literacies and skills to meet changing demands from society. It touches on several topics discussed at a conference, including how technologies are changing rapidly and teachers need to make the most of available resources and build professional learning networks. Other discussions focused on not being able to predict the future but focusing on strengths in the present to develop learning, using digital infrastructure for play and collaboration, and developing skills like critical thinking, social learning, media literacy, and flexibility. New literacies mentioned include being adventurous, creative, questioning, and taking responsibility for learning. The implications of these discussions are unclear but suggest focusing on available resources and literacies.
Twitter: An open opportunity or a perilous public?
This document summarizes a presentation about exploring Twitter as a tool for professional learning. It discusses research conducted with 7 higher education professionals who used Twitter in varying ways. Some were "visitors" who mainly gathered information, while others were more active "residents." The research found that visitors faced barriers like lack of confidence and worries about judgment, while residents were enabled by factors like feeling confident in their subject area. Overall, the presentation examines challenges of participating in open online spaces and questions whether they can truly be inclusive learning environments for all professionals.
Professional Learning Networks for Social Work
On the last day of CSWE’s Annual Program Meeting at 10:00 AM in the Dallas Ballroom A-2, Nancy J. Smyth, Melanie Sage, Jonathan Singer, and I are presenting about how social work educators can use technology for career-long learning. Nancy, Melanie and I introduced the idea of professional learning networks (PLN) to a packed room at Social Work Distance Education Conference in April, and wanted to bring the practice to the #APM17 crowd. A PLN incorporates technology-based tools and processes in a way that allows individuals to stay up-to-date and share information about current news, practice knowledge and current research findings. We will be talking about the mechanics, advantages and disadvantages of establishing a PLN. One resources we will be sharing is our Professional Learning Network (PLN) Worksheet, which takes a social worker through the steps of creating their own PLN.
Building church community asilomar conference 080610
This document discusses how faith-based communities can use social media. It defines social media as a way for people to get things from each other rather than institutions. It encourages embracing social media to build online community through channels like websites, blogs, and social networks. It provides approaches for interactive and two-way communication and recommends strategizing by understanding audiences, fears, and available tools before implementing and getting feedback.
Creating Global Networks #cpstt
Lucy Gray gave a presentation on creating global learning networks at the Chicago Public Schools Tech Talk on February 1, 2013. She discussed the benefits of connecting classrooms globally, providing examples of organizations and tools that facilitate collaboration between educators and students worldwide. Gray emphasized building professional relationships through social media participation and joining existing global projects in order to develop students' 21st century skills through authentic, globally-connected learning experiences.
Social Media in Education
This document discusses the use of social media in education. It begins by defining social media and examples like magazines, forums, blogs, podcasts. It distinguishes social media, social networking, and e-learning. Social media allows information sharing while social networking facilitates relationships and e-learning uses technology for education. The document outlines advantages of social networking for staying connected and looking up contacts. It discusses using platforms like Facebook, Twitter and YouTube in classrooms for discussions. While social media provides opportunities for collaboration and knowledge sharing, it can also be distracting and encourage conformity over independent thinking.
Social Media in Education
This document discusses the use of social media in education. It begins by defining social media and examples of different social media technologies. It distinguishes social media, social networking, and e-learning. Some advantages of social networking in education are maintaining connections and accessing profiles for information. Challenges include distraction and pressure to conform. The document explores using platforms like Facebook, Twitter, and YouTube in the classroom and their benefits, such as facilitating discussion. It outlines channels of social media use and both advantages, like collaborative learning, and disadvantages, like shallow engagement and avoiding failure.
How does it feel to participate in public?
This was a guest lecture presented online at 12.30pm, Monday 14th October 2013, as part of Session 2: Co-creation in the University of Edinburgh Institute for Academic Development's Online Tutoring course (Autumn 2013).
Similar to Elon Univ Presentation (20)
Digital identity: developing your professional online presence as an academic...
Digital identity: developing your professional online presence as an academic...
Social Media: Expanding Horizons for Health Professions Education
Social Media: Expanding Horizons for Health Professions Education
Connecting to Youth: Leveraging social media for work with young communities
Connecting to Youth: Leveraging social media for work with young communities
Time to give a 'tweet' about social media in Higher Education
Time to give a 'tweet' about social media in Higher Education
Continuing professional development this time its personal!
Continuing professional development this time its personal!
Twitter: An open opportunity or a perilous public?
Twitter: An open opportunity or a perilous public?
Building church community asilomar conference 080610
Building church community asilomar conference 080610
More from Britt Watwood
Best Practices in Learning Design
Presentation for Northeastern CPS Faculty Development Conference 27 September 2019 in Boston MA - Alignment of learning objectives, teaching strategies, and assessments
Post-Cambridge Analytica: Pros and Cons of Facebook for Learning
This document discusses the potential uses and concerns of using Facebook for educational purposes. It begins with describing how Facebook could be used for class discussions, forums, and student organizations. However, concerns are raised around privacy and data usage after the Cambridge Analytica scandal where private user data was harvested without consent. The document considers alternatives to Facebook like Mastodon and provides suggestions for guidelines and policies if educational institutions decide to use Facebook.
Social Media in Classrooms
This document discusses the impact of social media in the classroom. It begins by outlining how the landscape of learning has changed with new technologies and the rise of social media platforms. These platforms allow for participation, publishing, communication, resource sharing, social networking, and building collective knowledge. The document then examines principles from learning science, such as how prior knowledge and organizing knowledge can influence learning. It suggests ways social media could be used to surface prior knowledge and help students organize it. Finally, it proposes the idea that goal-directed practice with targeted feedback enhances learning and discusses how social media may enhance practice, feedback, and mastery of subject matter.
Assessments
This document discusses online testing tools and considerations. It introduces Respondus, a tool for creating online tests that can import questions from Word and publish tests to Blackboard. It also mentions StudyMate for turning tests into educational games and polling tools like Poll Daddy and Poll Everywhere. Key aspects of online tests covered include proctoring, open/closed book, timing, formatting, and question randomization.
How Not To Kill Students w Powerpoint
The document provides tips for effective PowerPoint presentations, including keeping them simple, clear, and brief. It recommends focusing on core points, leaving 5% of each slide as empty space, and including no more than 5 bullet points per slide. Web links are also included pointing to additional resources on creating word clouds and the text of a Obama speech on reducing the federal deficit.
Fasttrack mba 2010a
This document discusses various web-based programs that can be used for online collaboration and networking. It summarizes Google Docs, Calendar, and Reader which allow for collaborative document editing, shared scheduling, and customized news feeds. It also introduces the social bookmarking site Delicious which allows users to tag and share websites with their online networks. The overall message is that these tools can help users build their personal learning networks online through communication, resource sharing, and collective knowledge building.
Your google account
This document discusses setting up and using a Google account. It explains that a Google account is needed to access Google services like Google Reader and the class Google Site where blog posts will be located. It provides instructions to sign in if an account already exists or to create a new account which only requires an email and password. Additional details on using Google Reader can be found in a video tutorial.
Brown Bag on Quality Matters
The document discusses Quality Matters (QM), a peer review process for online course design based on a rubric and research-backed standards. The QM rubric has 8 general standards addressing course overview, objectives, assessment, resources, interaction, technology, and accessibility. Reviewers initially score each standard individually then reach a team score. For a course to meet QM expectations it must achieve "yes" on essential standards and score a minimum of 72 out of 85 points. The goal of QM is to evaluate courses and ensure critical elements like objectives, interactions, and assessments are properly aligned to support learning outcomes.
Online Collaboration Fasttrack Mba 2009
This document discusses how online collaboration has evolved from early static websites to today's social web. It outlines the progression from destination websites that were only for consuming content to today where anyone can publish online through blogs, social media, and services like Google Docs that enable real-time collaboration. Examples provided include learning management systems like Blackboard evolving to incorporate social elements, as well as Google services like Docs, Calendar, and Reader that facilitate sharing and collaborating on documents, schedules, and bookmarks online. The document poses questions about how these changes impact the reader and their online activities.
Baldrige Quality 09c
This document discusses various quality philosophies and standards including: Six Sigma, Lean Management, and the Malcolm Baldrige National Quality Award. It provides a brief history of quality evolution from the 1930s to present day. Key aspects covered include the definitions and differences between Six Sigma, Lean, and Baldrige. It also examines the seven types of waste in Lean and discusses choosing the right quality approach based on a company's needs.
Monday Delicious(2009)
This document discusses how the social bookmarking site Delicious can be used for instructional purposes. It explains how tags allow users to organize websites and how tags can be searched. Users can see what terms are popular and find related sites through browsing tags. The document provides instructions for setting up an account and tagging websites. It also describes how one instructor integrated Delicious into an online course, having students collaboratively tag resources. Student use of tagging persisted beyond the course for personal organization.
Tuesday Blogs(2009)
This document discusses the opportunities that blogging presents for academic publishing and scholarly communication. It explores how blogs allow academics to function as public intellectuals and participate in an open community of practice for critically reflective discourse. It raises questions about whether blogs fit within existing forms of academic publishing and tenure requirements, and how blogs can be validated. The document also provides examples of blog platforms and suggests that blogging may be a part of the future of academic publishing.
Tuesday Rss(2009)
The document discusses Really Simple Syndication (RSS) and how it can be used for news aggregation and education. RSS allows content from various websites and news sources to be compiled into a single feed that can be accessed through readers like Google Reader. The document suggests educators and students set up personal Google Reader accounts to subscribe to relevant blogs and websites in order to build customized feeds and stay up-to-date with aggregated news and information from multiple sources.
Innovations2009 Part One
The document discusses how new web technologies can be leveraged for teaching and learning. It notes that today's students spend significant time using electronic devices and the internet, especially for activities like social networking, emailing, and creating presentations. The document then provides examples of free web 2.0 tools like social bookmarking sites, blogs, wikis, and microblogging that could be used instructionally by engaging students in activities like tagging, commenting, and pulling information from RSS feeds.
Building Connections and Communities through the Web
This document discusses how web technologies can be used to build community and foster connections. It highlights how tools like social networks, blogs, wikis, tagging, and sharing allow for two-way communication and help form connections between people with shared interests that can grow into online communities. Examples mentioned include using Facebook, Twitter, Yammer and other sites to engage in discussions, share content, and develop interconnections.
Vsba2008 SS
The document discusses changing communication trends and digital literacy. It notes that email use is declining while texting, social media, and web tools for collaboration are increasingly popular. A survey finds that participants send fewer letters but more texts, emails, and social media updates. The web allows unprecedented access to information and opportunities for user-generated content, informal learning, and social interaction through blogs, communities of practice, bookmark sharing, and social networks.
Wordcloud Discussion
Tag clouds and word clouds provide a visual summary of text documents by displaying tags or words from the text in different font sizes based on frequency. Tags allow users to search and categorize documents. A tag cloud shows the most common tags used in a website, document or picture. Word clouds similarly visualize the most frequent words in a text, allowing readers to quickly understand the key topics and ideas in a document through the relative font sizes of words displayed in the cloud.
Acpe Oct08 Ss
This document discusses the evolution of distance education from early internet to modern web-based platforms and tools. It outlines how distance education has changed from a one-way model of content delivery to an interactive, collaborative model enabled by Web 2.0 technologies. Examples of platforms like Blackboard, blogs, wikis and social media applications are given that allow for online courses, communities of practice and learner-centered teaching beyond traditional limits of time and space. The implications for clinical pastoral education are that modern web-based tools can facilitate connection, collaboration and various learning styles in distance models of education.
FaceBook and Other Social Media
Social media and web technologies are changing how people connect and interact online. Sites like Facebook and blogs now allow anyone to easily publish content and connect in open online communities. A study found that today's college students spend over 18 hours per week on electronic devices, with most using email, searching the web, creating presentations, and participating in social networks like Facebook. While students appreciate the use of technology in courses, the "Net Gen" characterization does not apply to all undergraduates as their technology skills continue developing in college.
A Wordle Comparison
This document compares the word clouds generated from the acceptance speeches of Obama/Biden and McCain/Palin from the 2008 US presidential election. The names Obama, Biden, McCain and Palin are listed, indicating the document contains a wordle analysis of the speeches given by these four politicians when accepting their nominations for president and vice president.
More from Britt Watwood (20)
Post-Cambridge Analytica: Pros and Cons of Facebook for Learning
Post-Cambridge Analytica: Pros and Cons of Facebook for Learning
Building Connections and Communities through the Web
Building Connections and Communities through the Web
Recently uploaded
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Recently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Elon Univ Presentation
- 1. Open, Connected, & Social Personal Learning Networks For Faculty Development Britt Watwood and William “Bud” Deihl
- 2. Who's Here?
- 3. Quick History of Faculty Development
- 7. Most web tools shown are under 5 years old. The so-called Digital Natives did not grow up with them.
- 9. Connected
- 10. Social
- 13. PLE = ?
- 19. Ple/Pln?
- 20. Place?
- 21. People?
- 22. Practice?
- 25. My PLN
- 26. My PLN
- 27. My PLN
- 28. My PLN
- 30. Micro-blogging Connecting with others…. Linking to resources Sharing live events Searching #hashtags
- 34. Making learning visible Enhancing my PLN
- 35. Making learning visible Sharing with others Enhancing my PLN
- 36. Making learning visible Sharing with others Sharing information provided by my PLN Enhancing my PLN
- 37. Making learning visible Sharing with others Sharing information provided by my PLN Enhancing my PLN And… Through Social Tools and Practices
- 40. Open, Connected, & Social
- 41. I am in ur faculties meeting PLNing
- 42. ?
- 45. Culture
- 47. What skills or practices hold the greatest potential?
- 48. What are key challenges?